Assessment of Child Progress

To maintain an ongoing Developmental Portfolio for each child, to include photographs and work samples that accurately depict that child’s developmental abilities, strengths, and areas for growth

For staff to collaborate in writing Developmental Progress Notes – bi-annual narratives of each child’s progress in all areas of development

In addition to observations and work sample collection, each child is screened using a developmental assessment tool from Ages and Stages Questionnaire (ASQ) which is completed along with the bi-annual DPN.

To utilize routines, curriculum, and conversation to promote children’s learning about nutrition, safety, and health

To provide opportunities for children do healthy practices including but not limited to hand-washing, brushing teeth, sleeping, and exercising

Teachers

To engage in reflective practices

To maintain the necessary criteria for professional development, credentialing, and continuing education by attending workshops, taking classes, etc

To be actively involved in Early Childhood leadership experiences, such as sharing knowledge between colleagues

To model professionalism

Families

To help families feel welcomed and have a sense of belonging within the classroom and the program as a whole

To incorporate family’s unique home cultures and languages into the daily experiences of the classroom’s community

To nurture trusting relationships where differences are valued as opportunities for learning & growth

Community Relationships

To be knowledgeable about community resources that effect or that may be of use to the children and families in our care

To be actively involved in community events that effect the children and families in our care, as well as in greater society

To make use of the NHTI campus and its resources, including but not limited to: participating in campus events, utilizing the grounds, sharing our research and findings with members of the NHTI community, working collaboratively with students

Physical Environment

For the environment to promote independence and child-initiated learning

For the classroom environment to be warm, homelike, and overall aesthetically pleasing

For the physical environment to be an intentional combination of hard & soft areas, bright & dim lighting, loud & quiet times

To incorporate elements from the natural world

To utilize our outdoor space as often and as intentionally as possible

Leadership & Management

To work in a team-approach for providing consistent and varied experiences for all children

To model “Best Practices” in the early care and education profession

To create an organizational climate of mutual respect and unity

To strive toward the bigger visions and missions of CFDC, NHTI, and CCSNH